Pedagogical Practices and Early Literacy Development among Grade 2 Learners: A Qualitative Case Study in Cabeceria 25 Elementary School, Philippines

Abstract

This qualitative case study examines how pedagogical practices shape early literacy development among Grade 2 learners in Cabeceria 25 Elementary School, Philippines. Grounded in emergent literacy, social constructivism, and balanced literacy perspectives, the study explores how classroom instruction, teacher–learner interactions, and contextual conditions influence learners’ reading and writing growth. Data were generated through in-depth semi-structured interviews with teachers and learners, classroom observations, and document analysis of lesson plans and reading records, and analyzed using Braun and Clarke’s (2006) thematic analysis. Five themes emerged: (1) Structured–Explicit Foundations for Decoding and Comprehension, (2) Meaningful and Contextualized Literacy Engagements, (3) Dialogic and Interactive Reading Practices, (4) Home–School Synergy in Literacy Development, and (5) Structural Constraints and Instructional Trade-offs. Findings indicate that a balanced approach combining explicit instruction with interactive, contextualized, and supportive practices enhances learners’ literacy outcomes. However, time, class size, and resource limitations constrain consistency. The study underscores the need for sustained teacher support, resource provision, and family engagement to strengthen early literacy.